The development of beliefs and values in early adolescence: a case study through religious education pedagogy

Remarks on current educational language precede discussions of: pupils’ educational development; pupil voice; adolescence and action research. There follows a report of an innovation in religious education pedagogy, designed to address concerns that pupils should be helped to understand the emergence of their own beliefs and values over time. This report then prompts some reflections on religious education’s turn in the direction of hermeneutics. A form of religious education is sketched where pupils’ awareness of changes to their own beliefs and values over time is a key feature. Such awareness marks spiritual, moral, social and cultural development, an issue granted less than adequate coverage in the present UK education agenda.     

Elijah Levita: a Jewish Hebraist

Elijah Levita’s (c. 1469–1558) study of Hebrew was part of the longtime Jewish occupation with the language of Scripture. Yet much of Levita’s scholarship was at odds with prior Jewish approaches to Biblical language and the transmission of the Biblical text. In his many works, Levita provides a critical account of the development of Hebrew, Aramaic, and the masoretic scribal traditions. This article examines the relationship between Levita’s critical approach to the Bible and the Christian context within which he worked. With the rise of Christian Hebraism, an increasingly sophisticated and sustained discourse on Hebrew developed outside of Jewish circles. This created an alternative setting within which Levita could produce scholarship that challenged prior Jewish notions of language and the Bible. The viability of Levita’s scholarship was no longer contingent on Jewish reception alone, allowing him to express critical ideas without fear of internal censure and without assuming the hermeneutical posture typical of pre-modern Jewish scholarly expression. This article has benefited from conversations with advisors at Columbia University and with colleagues at the Graduate Theological Union in Berkeley. In particular, I would like to thank Wim Smit (z”l) and Jennifer Greenfield for shaping my studies of early-modern European intellectual life and my colleague Naomi Seidman for helping me to better tell the story. Thanks to Kenneth Stow, Arthur Lesley, and unnamed third and fourth readers of this essay for their helpful suggestions.     

Diversifying counsellor education: a case study of U.S. students of colour

Due to limited research on the experiences of students of colour in counselling programmes, counsellor educators are ill-equipped to implement strategies to promote the graduation of students of colour. In this case study, we explored the protective and risk factors for students of colour enrolled in a counselling programme in the Western U.S. Participants identified three protective factors (diversity, faculty support, and family and friends) and three risk factors (balancing family and school, disconnect from programme, and White dominance) that impacted their post-graduate experience. Implications for the retention of students of colour are discussed.     

Fundamentalism and the masculine body: The case of Jewish Ultra-Orthodox men in Israel

The predominant model in the literature on fundamentalism focuses on the tense relationship between contemporary radical religious movements and their environment. The characteristic violence that has made fundamentalism notorious is conventionally explained in terms of defensive or offensive reactions to the challenge of the modern secular society. In light of recent developments in the fundamentalist world, we propose to employ a novel analytic framework to update and revise the current conceptualization. Our argumentation is based on extensive fieldwork in a particular case of Jewish fundamentalism. We introduce into the agenda of fundamentalism research a category conspicuously absent thus far: the body. Results of ethnographic study of Ultra-Orthodoxy in Israel throw light on the very existence of fundamentalist body, and emphasize its implications for better understanding the fundamentalist predicament. The body poses a major problem to fundamentalists and plays a key role in their typical behavior and particularly in their violence. Discussing fundamentalism in terms of the body allows us to see its militancy as a solution to intra-fundamentalist problems that emerge in advanced stages of the movements' life, on the one hand, and paradoxically as a means towards reconciliation with the movements' environment normally regarded as its enemy, on the other hand. In the case presented here the fundamentalist violence is manifested in various hitherto unexplored ways including an enthusiastic service in the military of the nation-state. Such peculiar violence indicates present-day fundamentalist experimentation in an attempt to establish new possibilities of coming to terms with ever changing social and political reality, while at the same time to pursue revolutionary options of radical religious experience.     

The third-space professional: a reflective case study on maintaining relationships within a complex higher education institution

This paper showcases the work of Third Space professionals in a complex higher education (HE) setting, and specifically its impact on the building of trust relationships and innovative approaches. It makes use of a case-study methodological approach, reflecting on the experiences of various stakeholders within pilot phases. The findings reveal challenges related to maintaining trust relationships, which can be threatened by technicist approaches. The reflective case study explores an innovative live-streaming project and the related pedagogical approaches by Instructional Design experts, as Third Space professionals, who have carved out a critical space within a HE setting. This investigation, and its related lessons, highlights that learning-and-teaching aspects, training and support, reconciliation of trust relationships, can be applied to Third Space professionals in other HE institutions.     

Ethnic identity and preferences among Asian immigrant children in Glasgow: A replicated study

The aim of first study, carried out by an English investigator, was to assess the extent to which Asian immigrant children had moved away from the values of their culture of origin. For this purpose some novel techniques were employed, including an identikit task and one focusing on Scottish versus Asian names. The outcome suggested that the children had been very powerfully influenced by the values of the host community. Since it was suspected that these results might have been in part a function of the ethnic membership of the investigator and/or the specific methods employed, the study was repeated on a comparable sample with an Indian psychologist and using modified test materials. The results of the second study remained unchanged as far as factual aspects were concerned; however, preferences expressed changed significantly in the direction of Asian cultural values. The theoretical and methodological implications of these findings are discussed, and it is argued that studies of this type are likely to have an inherent element of uncertainty which calls for caution in making generalizations.     

Homework in elementary physical education: a pilot study

As physical education continues to decline in importance in the public school curriculum, it has become increasingly important for physical educators to provide opportunities for activity in nontraditional formats. This pilot study used a research design to examine the effects of homework in physical education. 607 children in Grades 3, 4, and 5 participated. Independent t tests indicated that girls participated at a higher rate than boys and that there were no significant differences among grades. A one-way analysis of variance indicated a significant difference in rate of students' participation by class. A significant difference was also noted by month of the school year.